Admissions

  1. Admissions
  2. APS Admissions Arrangements 2019-2020
  3. APS Admissions Arrangements 2020-2021
Click here to view information on our Open Evening and Open Mornings taking place in September and October 2018

All admissions to Alexandra Park School are managed by the London Borough of Haringey (LBH) in line with published procedures.  The link below will take you to the relevant details.  Please do not contact us directly: we will only be able to refer you to the LBH.  The school PAN has increased to 232 in 2016.

Haringey Admissions

Postal Address Telephone Email
Haringey School Admissions
Education Services
3rd Floor
River Park House
225 High Road
N22 8HQ
020 8489 1000 schooladmissions@haringey.gov.uk

Oversubscription criteria

When the school is oversubscribed, after the admission of pupils with an Education, Health and Care plan or Statement of Special Educational Needs naming the school, priority for admission will be given to those children who meet the criteria set out below, in priority order:

1 Children in Care/Looked After Children

Children who are looked after by a local authority or were previously looked after but immediately after being looked after became subject to an adoption, child arrangements, or special guardianship order.
A looked after child is a child who is [a] in the care of a local authority; or [b] being provided with accommodation by a local authority in the exercise of their social services functions [see the definition in Section 22(1) of the Children Act 1989).

2 Social Medical

Children who the authority accepts have an exceptional medical or social need for a place at Alexandra Park Secondary School. Applications will only be considered under this category if they are supported by a written statement from a doctor, social worker or other relevant independent professional. The information must confirm the exceptional medical or social need and demonstrate how Alexandra Park is the only school that can meet the defined needs of the child.

3 Brother or Sister

Children with a brother or sister already attending the school in year 7 – 11 and who will still be attending on the date of application. This category includes foster brothers and sisters, half brothers and sisters, stepbrothers and sisters or adopted brothers and sisters. Parents should note that in all these cases, the brother or sister must be living at the same address as the child for whom the application is made.

4 Children of members of staff

A staff member is defined as a person who has a permanent contact of employment with the Governing Body of the school at the time of application and qualifies in the following circumstances:

  • The child for whom application is being made is living at the same address as the staff member; and either
    • the member of staff is recruited to a post for which there is a demonstrable skill shortage; or
    • the member of staff has been employed by the school for three or more years at the time the application for admission is made.

The upper limit on the number of children of staff to be admitted in any one academic year is 16. The tiebreak for the admission of children of staff will be the length of time the member of staff has worked at the school.

5 Distance

Children living closest to the preferred school.

Tie breakers

The tie breaker for criteria other than the children of staff is: children living closest to the school measured in a straight line from the Ordnance Survey address point for the child’s home to the Ordnance Survey address point of the school, calculated using a computerized mapping system. The tiebreak for two or more applications that live exactly the same distance from the school will be random allocation using a computerized system.

Multiple births

If only one place is available at the school and the next child who qualifies for a place is one of multiple birth, the school will go over the published admission number.

Waiting list

Parent/carers can request that their child be added to the waiting list following an unsuccessful application. The waiting list is maintained by the local authority and is ordered strictly in accordance with the above oversubscription criteria.

Waiting list positions can change at any time depending on other applicants’ circumstances and it is important to note that a child’s position may go down as well as up if other applicants join the waiting list. Being on the waiting list does not guarantee a place at the school.

Oversubscription criteria

When the school is oversubscribed, after the admission of pupils with an Education, Health and Care plan or Statement of Special Educational Needs naming the school, priority for admission will be given to those children who meet the criteria set out below, in priority order:

1 Children in Care/Looked After Children

Children who are looked after by a local authority or were previously looked after but immediately after being looked after became subject to an adoption, child arrangements, or special guardianship order. 

A looked after child is a child who is [a] in the care of a local authority; or [b] being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989).

2 Social Medical

Children who the authority accepts have an exceptional medical or social need for a place at Alexandra Park Secondary School. Applications will only be considered under this category if they are supported by a written statement from a doctor, social worker or other relevant independent professional. The information must confirm the exceptional medical or social need and demonstrate how Alexandra Park is the only school that can meet the defined needs of the child.

3 Brother or Sister

Children with a brother or sister already attending the school in year 7 – 11 and who will still be attending on the date of application. This category includes foster brothers and sisters, half brothers and sisters, stepbrothers and sisters or adopted brothers and sisters. Parents should note that in all these cases, the brother or sister must be living at the same address as the child for whom the application is made.

If a place is obtained for an older child using fraudulent information, there will be no sibling connection available to subsequent children from that family.

4 Children of members of staff

A staff member is defined as a person who has a permanent contact of employment with the Governing Body of the school at the time of application and qualifies in the following circumstances:

  • The child for whom application is being made is living at the same address as the staff member; and either
    • the member of staff is recruited to a post for which there is a demonstrable skill shortage; or
    • the member of staff has been employed by the school for three or more years at the time the application for admission is made.

The upper limit on the number of children of staff to be admitted in any one academic year is 16. The tiebreak for the admission of children of staff will be the length of time the member of staff has worked at the school.

5 Distance

Children living closest to the preferred school.

Tie breakers

The tie breaker for criteria other than the children of staff is: children living closest to the school measured in a straight line from the Ordnance Survey address point for the child’s home to the Ordnance Survey address point of the school, calculated using a computerized mapping system. The tiebreak for two or more applications that live exactly the same distance from the school will be random allocation using a computerized system.

Multiple births

If only one place is available at the school and the next child who qualifies for a place is one of multiple birth, the school will go over the published admission number.

Waiting list

Parent/carers can request that their child be added to the waiting list following an unsuccessful application. The waiting list is maintained by the local authority and is ordered strictly in accordance with the above oversubscription criteria.

Waiting list positions can change at any time depending on other applicants’ circumstances and it is important to note that a child’s position may go down as well as up if other applicants join the waiting list. Being on the waiting list does not guarantee a place at the school.

Misleading or false information

Under the Trust’s oversubscription criteria, places may be allocated on the basis of the proximity of the child’s permanent home address to the school. The Board of Trustees are concerned that on some occasions the permanent home address given by some applicants may not be genuine, but rather an address of convenience, given for the specific purpose of securing a place at the school. The Board of Trustees wants to ensure that applicants who provide an address of convenience or misleading or fraudulent information do not deprive other children of a rightful place at Alexandra Park School.

An address of convenience is considered to be an address used by a parent/carer solely or mainly in order to gain an advantage in accessing a school place for a child where the address used is not the child’s only or main residence.

We take any attempt to obtain a school place through fraudulent means very seriously. If the Board of Trustees becomes aware that a place was secured for a child at the school on the basis of an address of convenience or misleading or false information, it reserves the right, within the terms of the School Admissions Code, to withdraw the offer of a place or, if the child has already started at the school, to remove the child from the school roll.

We consider that every school place obtained by deception is unfair, as other children are being deliberately denied their legitimate claim to take up that place. We work collaboratively with Haringey Council to carry out rigorous checks to ensure that applications are not fraudulent. We carry out random checks on a number of applications and we reserve the right to carry out home visits to the address used on your application form.

The Board of Trustees will refer the suspected use of an address of convenience to Haringey Local Authority for consideration under the Haringey Address of Convenience Protocol, available online at www.haringey.gov.uk/fraudulent-applications.

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School Information (64)

Key Stage 4 Homework Timetable

Homework must be set on the days indicated on this timetable every week.

Student timetables will indicate which subject is in the relevant block e.g. 11/Ar is art in block C.

Year 11 Homework
Monday
Tuesday
Wednesday
Thursday 
Friday
Option A
Option C
English Option D
Science
Option B Maths
Option Groups
Option A Option B Option C Option D
Art GCSE
Business Studies GCSE
French GCSE
Geography GCSE
History GCSE
Hospitality & Catering
Land-based Studies
Media Studies GCSE
PE GCSE
Product Design GCSE
RS GCSE
Spanish GCSE
Textiles GCSE
Art GCSE
Business Studies GCSE
Computing GCSE
Drama GCSE
French GCSE
Functional Skills
Geography GCSE
History GCSE
Music BTEC
PE GCSE
Product Design GCSE
Spanish GCSE
Art GCSE
Business Studies GCSE
Computing GCSE
Geography GCSE
History GCSE
Hospitality & Catering
Mandarin GCSE
Music GCSE
PE Coaching
RS GCSE
Spanish GCSE
Business Studies GCSE
French GCSE
Geography GCSE
ICT CiDA
Life Skills
Media Studies GCSE
Music GCSE
Product Design GCSE
Religious Studies GCSE
Turkish GCSE
Year 10 Homework
Monday
Tuesday
Wednesday
Thursday
Friday
Option D (Wk1) Option B
Option D (Wk 2)
English Option A
Maths
Option C
Maths
Option Groups
Option A Option B Option C Option D

Business Studies GCSE
Computing GCSE
Drama GCSE
Geography GCSE
History GCSE
Land-based Studies
PE GCSE
Product Design GCSE
Religious Studies GCSE
Spanish GCSE
Textiles GCSE

Art GCSE
Business Studies GCSE
Geography GCSE
History GCSE
Life Skills
Media Studies GCSE
Music GCSE
PE Coaching
Product Design GCSE
Religious Studies GCSE
Spanish GCSE
Turkish GCSE

Art GCSE
Business Studies GCSE
Drama GCSE
French GCSE
Functional Skills
Geography GCSE
History GCSE
ICT/ Creative i-media
Mandarin MEP
Media Studies GCSE
Music GCSE
Product Design GCSE
Religious Studies GCSE

Art GCSE
Business Studies GCSE
Computing GCSE
French GCSE
Geography GCSE
History GCSE
Hospitality & Catering
ICT CiDA
Mandarin GCSE
Media Studies GCSE
Music Btec
PE GCSE
Spanish GCSE
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Key Stage 3 Homework Timetable

Core Subjects (Years 7, 8 and 9)

English
One piece per week
Maths
One piece per week 
Science
Regular short homework tasks and one larger homework set every 4-6 weeks

In most other subjects, homework will be set once per fortnight as follows:

 
Week 1
Week 2
Year 7
DT, Geography, History Drama, ICT, Languages, RS
Year 8
Geography, ICT, Languages Drama, DT, History, RS 
Year 9
Drama, ICT, Languages, RS DT, Geography, HIstory 

In PE, revision for theory tests will be set at regular intervals.

Art and Music will each set project-based activites every term.

In addition, a piece of homework from citizenship will be set each half term.

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Key Stage 4 Curriculum

APS has an ever-changing curriculum to cater for our students' needs and the changing curriculum.  The Curriculum Guides explain the qualifications.  You will need to select the correct course guide for your child's year to see qualifications available and assessment for that year.

Curriculum Changes for Year 10 - Click for more information
From September 2015, a new grading system will be introduced.  Students will be awarded a grade from 1 to 9, with 9 being the highest.  All new GCSEs will be fully linear with assessment at the end of year 11 and content not divided into modules.  Examinations will only be available in the summer.  Currently this will only apply to Mathematics and English.  Other subjects will be reformed in future years.
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Key Stage 3 Curriculum

Parent Guide to new KS3 reports

There have been a number of changes to the Key Stage 3 curriculum recently. Our aim is to provide students with a broad, balanced and challenging curriculum that fosters a love of learning and enables all students to reach their academic potential.  We build on students’ achievements in Key Stage 2 to develop the breadth and depth of their knowledge, skills and understanding, preparing them thoroughly for the end of Key Stage tasks, tests and assignments in Year 9 and for taking GCSE and Vocational courses at KS4.

Each year within Key Stage 3 has a different emphasis:

07 In Year 7 the focus is on reinforcing and strengthening numeracy and literacy skills; establishing high expectations and developing students’ enthusiasm and independence for learning.

08 In Year 8 the focus is on maintaining high expectations, developing students’ self-motivation by providing students with a very wide range of learning opportunities including the world beyond school and raising the level of challenge to stretch the most able.

09 In Year 9 the focus is on preparation for the end of Key Stage tests or assignments, preparing students for the demands of GCSEs and on making choices for Key Stage 4.

The Key Stage 3 Curriculum at Alexandra Park School is broad, balanced and reflects the aims and ethos of the school:

  • English, Maths and Science – the core subjects – are given priority time.
  • History, Geography and Religious Studies – are taught separately but provide opportunities for collaboration.
  • Modern Languages form a major part of the curriculum with every student allocated to study one of two languages: French or Spanish, during Key Stage 3. All Year 7 students experience Mandarin lessons once a fortnight and provision for Years 8 and 9 has been increased to two and three hours respectively and now also includes a KS4 GCSE option. There is also the opportunity for students to study Turkish GCSE.
  • Performing Arts – the importance of Performing Arts is reflected in the time allocated.   Every student will study Music and Drama every week.  
  • Physical Education – is given time each week to allow team sports and individual skills to be developed in conjunction with a wide and impressive range of extra-curricular activities, including trampolining, cheer-leading, dodge ball, climbing and handball.
  • Art and Design – has a high profile in the school with specialist rooms offering access to a wide range of materials including photography, printing and sculpture.
  • Design and Technology – All students have the opportunity to study Food and Nutrition, Textiles and Product Design in a suite of specialist rooms.
  • Computer Science – is delivered through weekly lessons in Years 7, 8 and 9.  KS3 assessment is based on an e-portfolio and is offered at GCSE and Advanced level.
  • Astronomy – is offered in Year 9 as an after school subject. GCSE Astronomy provides students who are fascinated by the night sky with an opportunity to explore, measure and describe the continuing exploration of the Universe in which we live, while also developing important scientific enquiry skills. Students will cover four main topics, which include: The Earth Moon and Sun, Planetary Systems, Stars, Galaxies and Cosmology. The course will be assessed through one two-hour examinationd containing a variety of multiple-choice, short and extended answer questions. Students will also complete two observational projects; one using simple astronomical instruments, such as a telescope, and the other with naked eye or unaided observations.
  • Citizenship / Personal, Social and Health Education (PSHE) - is delivered by a specialist team of teachers in all key stages.  Topics include: Government and Politics, Rights and Responsibilities, Sex Education, Drugs Education and Careers.
  • Literacy and Numeracy are delivered across the curriculum in all years. A range of strategies are employed to provide additional support for students who have not achieved level 4 in Maths and English by the end of Year 6. The school also has a designated Literacy team and base room. The team is responsible for delivering Lexia, reading programmes aimed at identified groups and ‘Thinking Reading.’ Additionally, the  ‘Accelerated Reading’ programme is delivered to all KS3 classes through fortnightly library lessons; matching reading ability with appropriately challenging books and rewarding completion and comprehension of texts.

There are also opportunities for students to engage in learning outside of the timetabled curriculum. Astronomy GCSE is a popular option in year 9 and Latin from year 7.

With every unit of work, in every subject, students will experience a wide range of teaching and learning styles.  This will include individual and group work, whole class teaching, oral presentations or written reports, creative work and opportunities to make choices and have control over what they learn.  Students will be encouraged to take responsibility for their own learning, developing excellent independent learning skills, so that they become less reliant on input from teachers.

Homework

Key Stage 3 students will be set pieces of work that encourage independent learning skills and, in particular, skills to: preview and summarise information, use a number of different sources, organise and plan work and improve presentation.  Students are encouraged to transfer skills between subject areas, see mistakes as part of the learning process, set challenging targets and aim to achieve the best possible work. Students will get homework in English, Maths and Science every week and will also be set an additional lengthier piece of work or project from another area of the curriculum.

Homework support is offered within Department areas. The school library also offers a quiet area to study before and after school and during lunchtime.

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Exam Results - GCSE

Students at APS are celebrating yet another year of excellent GCSE examination results. Under government reforms, GCSE grades for all subjects are now awarded on a scale from 1, being the lowest, to 9, being the highest. There has once again been a rise at our school in the proportion of the three highest grades awarded. More than 40% of the results recorded by pupils at the school were at the new 9 to 7 grades. This represents a phenomenal return on the efforts of both the students and staff throughout the duration of the courses.

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